Erasmus+ training courses and locations by DOREA EDUCATIONAL INSTITUTE for the 2016-2017

DOREA Educational Institute WTF
NON-FORMAL EDUCATION & TRAINING CENTRE FOR ADULTS & YOUTHS
P: 00 357 25 256606, E: info@dorea.org, www.dorea.org
© Copyright Dorea Educational Institute WTF, 2016
ERASMUS+ COURSES BY DOREA
10 countries, 10 great locations, 20 quality courses!

Portfolio of Courses within Erasmus+
No. Tittle of the course
1. Bridging the Gap Between Academia & Industry: A Master Class Course for
Erasmus+ Officers & Career Advisors
2. ICT for Educators: Empower Your Skills
3. Wellbeing for Educators & Social Workers
4. Securing EU Funding for 2014 – 2020: The Key to Success
5. Networking Week: Erasmus+/ Horizon2020
6. Team Work as a Means for Enhancing Productivity
7. Handling Stress and Avoiding Burnout
8. Problem Solving and Decision Making
9. Train the Trainer
10. Identify the Hidden Talent in Your Classroom
11. Understand Yourself, Understand Your Learners (Enneagram)
12. Emotional Intelligence
13. Managing Cross Cultural Issues in Education
14. English for Educators: Set the Base (Level I)
15. English for Educators: Set the Base (Level I+II)
16. Teaching & Learning of Italian Language & Culture (Level I)
17. Teaching &Learning of Italian Language & Culture (Level II)
18. Health and Safety in Educational Institutions
19. First Aid at Work
20. Managing Safely

1. Bridging the Gap Between Academia &
Industry: A Master Class Course for
Erasmus+ Officers & Career Advisors
LANGUAGE: English
DATES AND LOCATIONS:
• 26 – 30 September 2016, Palermo, Italy (Confirmed course - places available! )
• 27 – 31 March 2017, Palermo, Italy (Reserve your place now! )
• 25 – 29 September 2017, Palermo, Italy (Reserve your place now! )
If you have a group of 6 staff or more, we can organise training at any convenient dates.
FULL DESCRIPTION OF TRAINING CONTENT
Description:
There are many studies in Europe and United States ending up with the same conclusion, that is, ‘we don’t have
a jobs crisis in the world, we have a skills crisis’. More specifically, 45% of US employers say that lack of skills is the
“main reason” for entry-level vacancies and only 42% of worldwide employers believe new graduates are
adequately prepared for work. Moreover, the findings of British Chambers of Commerce (BCC) annual Workforce
Survey suggest stronger links must be formed between schools, colleges and businesses. The survey of almost
3,000 companies revealed that 88 per cent of businesses believe school leavers are unprepared for the world of
work. Moreover, more than three-quarters (76 per cent) reported a lack of work experience as one of the key
reasons young people are unprepared for work. Finally, more than half (57 per cent) said that young people are
lacking basic ‘soft’ skills, such as communication and team working, to succeed in the working world.
Mismatch between educational system and labour market is a challenging issue and in practice, this means
‘introducing business governance into schools, proper careers advice with direct links to business, and measuring
the success of schools and universities based on the employment outcomes of pupils’. Hence, this important and
universal challenge can be solved not only through the changes of study processes, but also with the help of
proactive initiatives, such us traineeship (volunteering/work placement). This is where the role of Erasmus+
coordinators and officers as well as career advisors in educational institutions becomes crucial.

Main Aims:
 Improvement of placement system in a HEI
 Career guidance and counselling of students
 Establishment of network with social partners
 Monitoring & Quality control of placement processes
PROGRAMME OF THE TRAINING ACTIVITIES (DAY BY DAY)
Monday – Break ice and do not sink…
 Introductions, Expectations, Objectives, Self and Pre-course Assessment using methods of non-formal
education
 Discussion on Youth skills developments, including EU measures to tackle youth unemployment and
challenges of HEI for EU2020.
 A role of a supervisor: formal and non-formal attitude
 Reflection of the day
Tuesday – It is all about skills…
 Developing future work skills 2020
 Different forms of placement and integration of them in a study curricula
 Needs and fears of a future trainee
 Guidelines and support of a trainee
Wednesday – Catch the right one or creation of social partners’ network…
 Looking for a partner: Typology of Social Partners and their characteristics
 Motivation of participating parties
 Costs and risks of participating parties
 Dividing responsibilities between participating parties
 Quality control and self-monitoring
Thursday – Find the way…
 Improving placement@home: using Six Thinking Hats by E. de Bono
 Course evaluation and official closing
Friday
Cultural excursion in local area

ACTIVITIES TO BE CARRIED OUT BY THE PARTICIPANT
Before
In order to deepen the training program, the participants will be asked to fill in needs questionnaires before the
training. Moreover using the analysis framework provided by the trainer, the participants would have to
describe student’s placement processes in a Home HEI and present this overview to the coach.
This information will be used during the training as a material for reasoning of the ongoing processes in a HEI
and understanding of future changes, if necessary.
During
The training methodology is based on principles of adult learning with a focus on peer review during all the steps
of planning, organizing, and monitoring placements in study institution covering non – formal and formal
functions of education institution and personal needs of participants. Using step-by-step approach effective
training methods such as demonstration of best practices, analysis of case studies, discussion, brainstorming
activities, role-play, games and presentation will be used throughout the training.
The participants will be motivated to correspond needs of sending organization in correlation with needs of target
groups and to take responsibility for their own learning process and to act as active partners of the training.
After
The participants will be encouraged to form a network in order to continue exchange of ideas and support one
another.
COMPETENCES TO BE ACQUIRED BY THE PARTICIPANT
The seminar aims to:
 Stress EU policy on various employment and social issues, such as: long-term unemployment, mobility,
people and skills (including insights of Forum: University Business Cooperation).
 Support participants in development (rethinking) of placement organisation in a HEI.
 Develop participants’ capacity to plan, organize, and monitor placement processes in a HEI.
 Introduce participants to the principles and concepts of partnership establishment with social partners.
 Raise participants’ capacity to support students for skills 2020 development.
 Provide knowledge of effective training methods and use of them for student’s career guidance.

TYPE OF CERTIFICATION OF ATTENDANCE AWARDED
• Certificate of attendance including description of training content and time input
• Europass mobility certificates – to be issued by the applicant’s NA
Return to first page

2. ICT for Educators: Empower Your Skills
LANGUAGE: English
• 27 June – 01 July 2016, Limassol, Cyprus (Reserve your place now! )
• 11 – 15 July 2016, Athens, Greece (Confirmed course - places available! )
• 03 – 07 October 2016, Athens, Greece (Reserve your place now!)
• 17 – 21 October 2016, Limassol, Cyprus (Confirmed course - places available! )
• 19 – 23 June 2017, Athens, Greece (Reserve your place now! )
• 26 – 30 June 2017, Limassol, Cyprus (Reserve your place now! )
• 17 – 21 July 2017, Athens, Greece (Reserve your place now! )
• 07 – 11 August 2017, Limassol, Cyprus (Reserve your place now! )
• 02 – 06 October 2017, Athens, Greece (Reserve your place now! )
• 16 – 20 October 2017, Limassol, Cyprus (Reserve your place now! )
Description:
In response to rapid changes in technology and methodologies of teaching tools, there is a need for radical change
to take place for ICT to be fully exploited in teaching and learning. As stated in “Survey of schools: ICT in Education”
teachers still believe that insufficient ICT equipment is the biggest obstacle to ICT use in many countries. However,
teacher training in ICT is rarely compulsory and most teachers devote spare time to private study. Thus this 5 days
training course is focused to provide the most important information and hands on practical tools that are needed
for educators.
Main Aims:
 Building capacity of educators
 Fight against education failure & link learning and work
 Inclusive approaches
 Pedagogy and didactics
 Technological toolkits for educators
 School improvement & quality evaluation

Monday
 Introduction and course overview
 Ice breaking
 Individual expectations
 Discussion on what is ICT
 Main strategies supporting ICT implementation in education
 Support from education institution administration and the community
 Role of the educator and its confidence and motivation
 Introduction/Use of ICTs in my organisation
 Reflections of the day, discussion
Tuesday
 Educators' subject knowledge influences how ICTs are used: technical abilities
 Practical exercises in identifying benefits and challenges in using ICT
 ICT tools in education: Input source, output source and others
 Work with smart boards in practice
 Practical exercises in creating animated slideshows
 Web Conferencing/Meeting/Webinars
Wednesday
 Let’s talk about social media: Facebook, Blogs, Websites, Forums, Podcasting and others
 Practical exercises in designing and creating a blog
 Online information resources: encyclopaedia, libraries, journals, magazines, MOOCs
Thursday
 Combination of video, photo and social media to teach
 How can I use ICT tools in practice? – action plan
 Summary and course evaluation
Friday

Before
Prior to the training course participants will receive a questionnaire, which will provide information on their
teaching background, qualifications, and previous experience with ICT. They will also receive a couple of “warm
up” assignments prior to the seminar.
During
The training course will provide the theory necessary to understand the basics of ICT, educators’ role as well as
practical tools to use in teaching and learning. It is structured so that participants could also receive practical
knowledge of ICT tools in hands-on way. They will practice the necessary skills in order to be able to effectively
use their own tools with their students.
Attention will be given on how to implement the findings and skills in real daily working situations after the training
course. Methods such as debate, pair and group work, individual practical exercises will be used throughout the
course.
The methodology of the training course includes learner-centered approach and focus on enhancing continues
personal development. The aim of the training is not to produce ready-made solutions (passive learning), but to
inspire the participants to search creatively for knowledge and effective solutions, which are connected with their
needs and challenges (active learning). In this way the participants take responsibility for their own learning
process and act as active partners of the training.
After
Participants will be introduced to relevant websites that will enable them to further develop teaching skills and
personal professional development. They will be encouraged to form a network in order to continue exchange of
ideas and support one another. Up to 6 months after completion of the training course, the participants will have
opportunity to ask for advice (via email or Skype) if they face obstacles in using the new skills or if they have any
questions or concerns.
Specific objectives of the seminar are:
 Raise awareness of technological development in teaching and learning
 Introduce overview of European policy in ICT use in education
 Improve the participants’ personal and professional skills in teaching
 Provide skills and tools to incorporate ICT in educator’s everyday teaching

 Enhance the participant’s ability to adapt to changes
 Help the participants to identify the most suitable approaches in use of ICT
 Create a cross-cultural environment to discuss and exchange ideas with colleagues

3. Wellbeing for Educators & Social Workers
LANGUAGE: English
DATE AND LOCATION:
• 20 – 24 March 2017, Limassol, Cyprus (Reserve your place now! )
If you have a group of 6 staff or more, we can organise training at any convenient dates
Description:
The seminar is a result of the findings of the Grundtvig multilateral project “Skills for True Wellbeing”. The contents
and methods have been piloted by 7 organisations in 6 countries and have proven to be beneficial for developing
skills that have positive impact on the level of wellbeing of the participants.
The seminar is centered on two main topics: “healthy self” and “healthy relationships” and corresponding sets of
skills: 1) stress management and 2) communication as a foundation for enhancing wellbeing in educators.
Main Aims:
• Disseminate the findings of the “Skills for True Wellbeing” project
• Introduce holistic model of stress and raise understanding of stress causes, mechanisms and effects
• Raise understanding of how stress impacts teaching ability
Monday
 Introduction and course overview
 Ice breaking
 Individual expectations
 Discussion on what is “True Wellbeing”

 Let’s talk about stress
o Definitions
o Understanding the stress response (fight/flight versus prolonged stress)
o Physical, emotional, mental and behavioural symptoms of stress
o Relation between our thinking and stress
o Effective and ineffective ways of dealing with stress
 Stress at workplace - prevention is better than treatment
 Relaxation exercises that help to manage stress effectively– part 1
Tuesday
 Effects of stress in educational setting
 Assessing your personal stress triggers
 Changing not resourceful strategies
 Practical exercises for handling challenging situations-role play
 Self-talk awareness
 Relaxation exercises - part 2
Wednesday
 The impact of emotions on teaching and learning ability
 Tools for dealing with disturbing emotions
 How can I be more mindful and resourceful in the classroom? – action plan
 Introduction to the subject of interpersonal communication and relationships
 How our perceptions influence our communication
Thursday
 Non-verbal cues in communication – self awareness and understanding others
 Feedback – how to give it so they want to receive it and how to receive it as a gift
 Public speaking essentials
Friday (half-day seminar)
 Public speaking – practical exercises
 The art of listening – “Listening to ignite not to reply”
 Let’s talk about relationships
o What do you know about relationships?
o What stops us from relating in a satisfying way?
o What makes relationships work?
o Assertiveness – an essential element of satisfying relationships
 Summary and course evaluation
 Cultural excursion in local area

Before
Prior to the seminar there will be a semi-structured interview conducted through email; the interview aims to
identify the participants’ particular training needs in order to fine-tune the training program to meet the needs of
the individual participants and the organisations they work/volunteer for. The participants will also receive a
couple of “warm up” assignments prior to the seminar.
During
Attention will be given to how to implement the findings and skills in real life situations after the seminar. Methods
such as debate, role play, body movement, individual mind management technologies, pair and group exercises
and mini-coaching will be used throughout the seminar.
The methodology of the seminar includes learner-centered approach and utilizes self-learning methods. The aim
of the training is not to produce ready-made solutions (passive learning), but to inspire the participants to search
creatively for knowledge and effective solutions which are connected with their needs and challenges (active
learning). In this way the participants take responsibility for their own learning process and act as active partners
of the training.
Follow-up
The participants will be invited to join WELNESS Forum – online platform that facilitates exchange of experiences
among adult education professionals and learners. Moreover, 1 month after the seminar they will be requested
to answer a questionnaire in order to identify in what way they’ve been using skills they learnt on the seminar
and what changes they have experienced as a result.
The seminar will provide theory necessary to understand the nature of stress as well as practical tools for
managing stress and difficult emotions. The course will also provide simple models that can help to expand the
participant’s understanding of communication process as well as enhance their understanding of healthy
relationships. They will also receive practical tools useful in managing their professional and personal
communication.

Specific objectives of seminar are:
 Provide the participants with practical tools for dealing with stress
 Reduce the consequences of stress (such as poor health, absenteeism, lack of creativity, ineffective
communication, inability to focus, more conflicts etc.) and develop healthy ways of dealing with everyday
work demands
 Prevent burn-out syndrome in educators
 Enhance emotional self-awareness
 Introduce practical tools for coping with difficult emotions
 Improve the participants emotional balance
 Help the participants to identify their stress triggers and emotional triggers at work context and come up
with new, more resourceful strategies
 Enhance the participants’ ability to relax
 Broaden the understanding of health
 Develop better understanding of the communication process
 Increase the skill of building rapport
 Enhance in the participants listening skill
 Provide practical tools for giving feedback
 Improve understanding of non-verbal communication cues
 Raise the participants self-awareness with regards to communication and relationships
 Allow the participants to explore their own understanding of relationships and expand their outlook
 Point to the key elements of satisfying relationships: acceptance, respect, openness, authenticity,
assertiveness
 Enhance the participants public speaking skill
CERTIFICATIONS AWARDED
 Certificate of attendance including description of training content and time input
 Europass mobility certificates – to be issued by the applicant’s NA

4. Securing EU Funding for 2014 – 2020:
The Key to Success
LANGUAGE: English
• 19 – 23 September 2016, Limassol, Cyprus (Confirmed course - places available! )
• 21 – 25 November 2016, Limassol, Cyprus (Reserve your place now! )
• 30 January – 03 February 2017, Limassol, Cyprus (Reserve your place now! )
• 15 – 19 May 2017, Limassol, Cyprus (Reserve your place now! )
• 18 – 22 September 2017, Limassol, Cyprus (Reserve your place now! )
Description:
This is a Master class course designed for people involved in the preparation and submission of EU funded
proposals. The participants will have the chance to acquire in depth knowledge of the key issues related to drafting
a quality proposal that has increased chances to secure funding from any of the major programmes within
European Union.
Main Aims:
• Drafting quality proposals for EU funding
• Development of business strategy for EU funded projects within an organization

Monday
 Overview of EU programming period of 2014 – 2020
 Key issues for EU and EC on project selection
 Identification of suitable calls
Tuesday
 How you build the right partnership for a project proposal?
 How you ensure the necessary geographical coverage through consortium?
 How you identify weak points in your partnership?
Wednesday
 Drafting of the proposal: who does what?
 The role of partners in the drafting of the proposal
 How you plan a time schedule for drafting a proposal?
Thursday
 Budgetary issues in a project proposal
 Issues related to financial commitment of partners
 The importance of networking
 The importance of lobbying after submission
 Issues to be taken into consideration related to the business strategy on EU funded projects
Friday
Before
Participants will receive a list of study material prior to their arrival for the seminar along with the links for the
websites which are relevant to the content of the course.
During
Methodology of this training is based on a formula: minimum theory + maximum practice + feedback = accelerated
growth. The methods used during the training are as follows: presentations, individual exercises, group exercises
and case studies related to the content of the course.
The participants will also receive study manuals and worksheets that will be used during the seminar.

After
another.
Up to 6 months after completion of the workshop, the participants will have opportunity to ask for advice (via
email or Skype) if they face obstacles in using the new skills or if they have any questions or concerns.
• Identification of suitable calls
• Establish the importance of guidelines and programme calls
• Identification of suitable partners and building the right network
• Key issues related to geographical coverage with the right selection of consortium partners
• Efficient drafting of proposals: the role of partners
• Drafting of budget and issues related to finances among the partners
• Show the importance of networking and lobbying
• Developing the business strategy related to EU funded projects

5. Networking Week: Erasmus+/
Horizon2020
LANGUAGE: English
DATES AND LOCATION:
 26 – 30 September 2016, Limassol, Cyprus (Horizon 2020) (Reserve your place now! )
 28 November – 02 December 2016, Limassol, Cyprus (Erasmus+ KA1) (Reserve your place now! )
 23 – 27 January 2017, Limassol, Cyprus (Erasmus+ KA2) (Reserve your place now! )
 25 – 29 September 2017, Limassol, Cyprus (Horizon 2020) (Reserve your place now! )
 27 November – 01 December 2017, Limassol, Cyprus (Erasmus+ KA1) (Reserve your place now! )
Description:
During this course participants will have the opportunity to combine the acquisition of new knowledge and state-
of-the-art insight into major aspects of internationalization today, with project management for thematic
approach in specific topic for Erasmus+ KA1/KA2, Horizon2020 (Environment and Climate Action, Transport, etc.).
Networking week will target you to increase connectedness, complexity of partnership, which fosters substantive
ties among your possible partners. It will give you opportunity to receive contemporary information from
European Commission directly.
Main Aims:
• Convene a discussion among higher education institutions, schools, adult educational centres or
other organisations’ specialists and administrators interested in creating new curriculum/cases,
sharing project management approaches, and integrating the perspectives of experts and good
practices into the classroom for debate and discussion.
• Build up appropriate quality assurance and quality management processes and structures to ensure
sustainability of internationalization activities.
• Combine in-depth knowledge with practical application and networking experience.
• Share a high commitment to improving services.

• Improve project management capability.
• Raise networking competence.
Monday
• Introduction and ice-breaking
• Course objectives
• What are the main tools of networking: theory and practice
• Introduction of all participant organisations
Tuesday
• Day 1 overview
• What are the key targets of European projects – an expert from European Commission
• Session of Good practice – local organisations that are successful in project application and
management
Wednesday
• Day 2 overview
• The milestones in Horizon 2020/Erasmus+
• Project ideas development workshop among participants
Thursday
• Day 3 overview
• Communication tools with partners: in theory
• Finalising with project ideas developed during the week
• End of Course with certificates
Friday
Before
During
growth. The methods used during the training are as follows: presentations, good practice analysis,
demonstrations, practical application.

After
The participants will be encouraged to form a network in order to exchange experiences and support one
another.
• Share and develop project ideas into practice.
• Receive practical knowledge and recommendation from representative of European Commission on
certain thematic field.
• Develop your own project under the guidance of a group of experts.
• Share good practice among successful applicants for certain calls.
• Increase cross-cultural and cross-sector collaboration.

6. Team Work as a Means for Enhancing
Productivity
LANGUAGE: English
• 04 – 08 July 2016, Limassol, Cyprus (Reserve your place now!)
• 08 – 12 August 2016, Barcelona, Spain (Reserve your place now!)
• 26 – 30 September 2016, Barcelona, Spain (Confirmed course - places available! )
• 24 – 28 October 2016, Barcelona, Spain (Confirmed course - places available! )
• 07 – 11 November 2016, Limassol, Cyprus (Confirmed course - places available! )
• 03 – 07 April 2017, Munich, Germany (Reserve your place now! )
• 15 – 19 May 2017, Vilnius, Lithuania (Reserve your place now! )
• 22 – 26 May 2017, Limassol, Cyprus (Reserve your place now! )
• 03 – 07 July 2017, Limassol, Cyprus (Reserve your place now! )
• 18 – 22 September 2017, Barcelona, Spain (Reserve your place now! )
• 13 – 17 November 2017, London, UK (Reserve your place now! )
If you have a group of 6 staff or more, we can organise training on your convenient time.
Description:
Delegates will be shown how they can best appreciate the other team members and coach them to develop the
skills they have in order to create a confident, relaxed, and constructive team. Experiential and group exercises
demonstrate how to bring teams closer together by making communication more clear and direct.
Main Aims:
 Career guidance and counselling
 Combating failure in education
 Fight against school failure & link school and work

Monday
• Introduction and ice-breaking
• Needs analysis and goal setting
• Introduction to relaxation techniques in order to manage stress and create optimal learning state
• Creating guidelines for effective teamwork
• What makes team a team?
• Group dynamics – stages of team development
Tuesday
• Understanding of how we structure our reality through the filter of our subconscious mind
• The role of self-awareness and mindfulness to help to create desired outcome
• How to build and maintain rapport with others
• Active listening
Wednesday
• Practical experience and deeper understanding of group dynamics and roles in a team
• Energizing exercises
Thursday
• Aligning perceptual positions - practical technique to enhance our flexibility, wisdom and resourcefulness
in teamwork
• Balance between self-awareness, empathy and objective perspective
• Inner state management – anchoring as a practical tool for bringing desired state in ourselves (e.g.
confidence, creativity, empathy etc.)
• Mind expansion techniques in order to make better use of our brain and enhance creativity
• How to give and receive feedback
• Effective goal setting
• How can I implement what I have learnt in my professional and personal life
• Summary and course evaluation
• Closing circles
Friday

Before
During
growth. The methods used during the training are as follows: presentations, individual and pair exercises, group
work and reflection, brain storming, peer support, games. The participants will also receive study manuals and
worksheets that will be used during the seminar.
After
another. Up to 6 months after completion of the workshop, the participants will have opportunity to ask for advice
(via email or Skype) if they face obstacles in using the new skills or if they have any questions or concerns.
The course aims at equipping those involved in adult education in tools that will enhance their teamwork capacity
(as members of a team as well as team leaders). Having learnt those skills they will be able to facilitate team work
in their class as well as with their colleagues. Specific objectives of the course are:
• Advance understanding of essential elements of effective team work
• Develop in the participants understanding of how their inner state impacts their functioning in a team and
provide techniques for effective inner state management
• Enhance understanding of learning and development opportunities provided by being part of a team
• Enhance ability to utilize the learning opportunities provided by team work
• Raise understanding of group dynamics
• Provide the opportunity to observe and analyse group dynamics
• Raise understanding of different roles in group
• Improve the ability to facilitate group process
• Develop the skill of creating a supportive environment that fosters teamwork
• Raise understanding of communication process in the group and develop better communication skills
• Engage the participants in the process of creating guidelines for effective team-work
• Increase the participants’ awareness of their own behaviour in team
• Increase awareness of own strong points and areas of development
• Increase ability to support individuals who face difficulties in being part of a team
• Enhance the skill of giving and receiving feedback
• Allow the participants to meet colleagues from different countries, exchange experiences and build
network

7. Handling Stress and Avoiding Burnout
LANGUAGE: English
• 11 – 15 July 2016, Palermo, Italy (Confirmed course - places available! )
• 08 – 12 August 2016, Prague, Czech Republic (Reserve your place now! )
• 20 – 24 February 2017, Prague, Czech Republic (Reserve your place now! )
• 24 – 28 April 2017, Barcelona, Spain (Reserve your place now! )
• 22 – 26 May 2017, Palermo, Italy (Reserve your place now! )
• 10 – 14 July 2017, Palermo, Italy (Reserve your place now! )
If you have a group of 6 staff or more, we can organise training on your convenient time.
Description:
Stress is inevitable. It walks in and out of our lives on a regular basis. Burnout is a mixture of professional
exhaustion, and disillusionment with other people, the organization, or the career, over the long term.
Fortunately, there are many things you can do to minimize and cope with stress and learn how to avoid burnout.
Main Aims:

Monday
• Introduction and course overview
• Ice breaking
• Individual expectations
• What is stress?
Tuesday
• Definitions
• Understanding the stress response (fight/flight versus prolonged stress)
• Physical, emotional, mental and behavioural symptoms of stress
• Relation between our thinking and stress
Wednesday
• Effective and ineffective ways of dealing with stress
• Relaxation exercises that help to manage stress effectively– part 1
• The impact of emotions on teaching and learning ability
Thursday
• Tools for dealing with disturbing emotions
• Effects of stress in educational setting
• Assessing your personal stress triggers
• Changing not resourceful strategies
• Self-talk awareness
• Relaxation exercises - part 2
• How can I be more mindful and resourceful in the classroom? – action plan
• Summary, course evaluation and closure
Friday
Before
During
The seminar will provide theory necessary to understand the nature of stress as well as practical tools for
managing stress and difficult emotions. Attention will be given to how to implement the findings and skills in real
life situations after the seminar.

Methods such as debate, role play, body movement, individual mind management technologies, pair and group
exercises and mini-coaching will be used throughout the seminar.
The methodology of the seminar includes learner-centred approach and utilizes self-learning methods. The aim
of the training is not to produce ready-made solutions (passive learning), but to inspire the participants to search
creatively for knowledge and effective solutions which are connected with their needs and challenges (active
learning). In this way the participants take responsibility for their own learning process and act as active partners
of the training.
After
 Introduce holistic model of stress and raise understanding of stress causes, mechanisms and effects
 Raise understanding of how stress impacts teaching ability
 Provide the participants with practical tools for dealing with stress
 Reduce the consequences of stress (such as poor health, absenteeism, lack of creativity, ineffective
communication, inability to focus, more conflicts etc.) and develop healthy ways of dealing with everyday
work demands
 Prevent burn-out syndrome in educators
 Enhance emotional self-awareness
 Introduce practical tools for coping with difficult emotions
 Improve the participants’ emotional balance
 Help the participants to identify their stress triggers and emotional triggers at work context and come up
with new, more resourceful strategies
 Enhance in the participants the ability to relax
 Broaden the understanding of health

8. Problem Solving and Decision Making
LANGUAGE: English
• 20 – 24 June 2016, Limassol, Cyprus (Confirmed course - places available! )
• 01 – 05 August 2016, Limassol, Cyprus (Confirmed course - places available! )
• 17 – 21 October 2016, Limassol, (Confirmed course - places available! )
• 23 – 27 January 2017, Limassol, Cyprus (Reserve your place now! )
• 06 – 10 February 2017, Prague, Czech Republic (Reserve your place now! )
• 13 – 17 March 2017, Limassol, Cyprus (Reserve your place now! )
• 03 – 07 April 2017, Limassol, Cyprus (Reserve your place now! )
• 31 July – 04 August 2017, Limassol, Cyprus (Reserve your place now! )
Description:
Learn to apply decision-making and problem-solving skills to reduce risk and choose the best course of action
while strategically achieving objectives. The overarching aim of this particular seminar is to help participants
develop soft skills and enhance understanding on conflict management, contempt and negativity.
Main Aims:

Monday
• Introduction to methodology that will be used
• Introduction of team members
• Ice-breakers - Bringing sensations, emotions and the body in the process
• Working with the following questions:
• What does each person bring into the group and into the process?
• What are the needs of individual members?
• What expectations arise?
• Goal-setting for the seminar
• Using insights of Day 1
Tuesday
• Skill Building – Effective Communication
• Learning to deeply listen
• Defining problems in the educational workplace/setting
• Understanding problem solving techniques that we can apply to these situations
• Role plays
• Using insights of Day 2 when working as educators
Wednesday
• Working with difficult emotions
• Understanding the decision making process and how to apply this to your problems
• Identifying elements that stimulate creativity to deal with problems BEFORE they arise
• Using insights of Day 3
Thursday
• Overcoming obstacles in the process of learning
• Using our problem solving techniques to reach deployable decisions
• Managing Crises
• Making meaning of the whole process and putting the pieces of the puzzle together
• Taking a toolkit that one can use
• Creating the vision of the future
• Handling Change
• Assimilation – taking what we need and leaving behind what we don’t need
• Evaluating and giving feedback
• Transfer of knowledge to the work environment
• Closing circle
• Evaluation
Friday

Before
Prospective participants will receive a list of study material prior to their arrival for the seminar along with
websites which are relevant to the content of the course (i.e. Conflict Management, Development of Skills,
Contempt and Negativity in the Workplace and Emotional Intelligence).
During
Participants will be invited to try out potential solutions through creative experiments. Creative experimenting
provides an opportunity to try on new ways of being in the world. By playing out possibilities for problem
solving, we may begin to experience ourselves in new ways. All in all the methodology will be a non-directive
one, in order to help participants get what they need and want from the training and co-create the seminar by
speaking freely about issues that are interesting to them.
The methodology of this programme uses blended learning - group work, discussions, developing creativity and
awareness. Examples of learning methods are the following:
 Group work
 Exercises and assessments
 Simulation exercises and problem solving scenarios
 Group creative thinking
 Creativity and innovation
After
another. There will be opportunity for contact with the trainer via email and will be informed about future learning
opportunities.
The needs of the participants converge in the fact that educators and trainers have to face conflicts continuously.
These conflicts can be either a result of resistance in the change process of learning or tension from unresolved
issues that have been building up. The training will help come into contact with their own issues and find solutions
and answers but also acquire a multitude of skills for handling conflict in others.
This 5-day seminar will assist a multi-national European group of adult educators to develop their conflict
management skills while helping in their personal development, learning new tools and techniques and
connecting with others in a meaningful way. By actively empowering educators to handle conflicts and crises in
their classrooms and in their work environments, educators are at the same time receiving an important boost in
their self-confidence while acquiring important tools and techniques.

The main aims of the training are the following:
• Provide experiential training on conflict management skills
• Provide a toolkit that the educators can use
• Bond the team of the training
• Enhance the potential and understanding on conflicts, contempt and negativity in the workplace
• Learn effective ways of engaging with others and dealing with unresolved issues
• Become more self-reliant and self-confident in dealing with conflict and crises.
• Develop their self-reflection, communication and creativity skills and discuss how they can be utilized in
an educational context
• Help educators understand their own qualities, talents, differences and how they can utilize them in
education
• Introduce participants to working with self-reflective and arts-informed tools in order to increase their
awareness and help them instigate desired change in an educational context

9. Train the Trainer
LANGUAGE: English
• 26 – 30 September 2016, Athens, Greece (Confirmed course - places available! )
• 24 – 28 October 2016, Palermo, Italy (Confirmed course - places available! )
• 05 – 09 December 2016, Munich, Germany (Reserve your place now! )
• 23 – 27 January 2017, Limassol, Cyprus (Reserve your place now! )
• 20 – 24 February 2017, Limassol, Cyprus (Reserve your place now! )
• 06 – 10 March 2017, Palermo, Italy (Reserve your place now! )
• 22 – 26 May 2017, Barcelona, Spain (Reserve your place now! )
• 12 – 16 June 2017, London, UK (Reserve your place now! )
• 25 – 29 September 2017, Athens, Greece (Reserve your place now! )
• 23 – 27 October 2017, Palermo, Italy (Reserve your place now! )
• 04 – 08 December 2017, Munich, Germany (Reserve your place now! )

Description:
This programme provides practical help to enable participants to grasp the mind set of an expert trainer.
Appreciating the ‘inner game’ of beliefs and values is crucial when designing and running a training program. The
course also covers six skills sets that are essential to facilitating dynamic and powerful training events.
Main Aims:
Monday
 Introduction and ice-breaking
 Relaxation techniques to create optimal learning state
 What does it mean to be a trainer?
 What do you and others expect from you as a trainer
 The importance of trainer’s self-care
Tuesday
 What do you love about being a trainer? – Trainer’s job made fun!
 Trainer – learners communication
 NLP communication model
 Rapport with a group
 Inducing learning state in a group
 Identifying and changing ineffective communication
Wednesday
• The Art of Make-Belief - Trainer’s supportive and limiting beliefs
• Know what you are good at!

Thursday
• Accurate perception of your learners
• Logical levels –practical tool for professional development of a trainer
• Understanding group process
• Handling “difficult students”
• The art of public speaking
• Different roles of the trainer
• Anchoring technique for quick inner state management
• Practical public speaking and giving feedback to each other
• Summary (your reflections, your strengths and next steps in your areas of development) and closure
Friday
Before
Prospective participants will receive a list of relevant study materials along with websites which are relevant to
the content of the course.
During
growth.
The methods used during the training are as follows: presentations, individual and pair exercises, group work and
reflection, brain storming, peer support, games.
After
 Provide opportunity to reflect on what it means to be a “good trainer”
 Raise awareness of supportive and limiting beliefs and how they affect performance

 Build the participants’ awareness of their own beliefs related to being a trainer
 Build the participants’ awareness of their own strengths
 Raise trainers’ ability to create supportive learning environment
 Introduce mind expansion techniques to tap into creative force of the mind
 Provide techniques for identifying and handling unrealistic expectations both from oneself and others
 Provide tools for trainers’ optimal self-care
 Provide techniques for improved trainer-learners communication
 Enhance confidence in the participants
 Expand paradigm of a trainer and hence allow the participants to engage in new creative ways of teaching
 Provide opportunity to give and receive feedback from other participants
 International dialogue and exchange of experiences and resources

10. Identify the Hidden Talent in Your
Classroom
LANGUAGE: English
• 05 – 09 December 2016, Limassol, Cyprus (Reserve your place now! )
• 13 – 17 February 2017, Limassol, Cyprus (Reserve your place now! )
• 08 – 12 May 2017, Krakow, Poland (Reserve your place now! )
• 19 – 23 June 2017, Palermo, Italy (Reserve your place now! )
Description:
This unique programme aims to teach the participants to identify strengths and abilities of a pupil/youth that can
go undetected in the formal educational environment. During this course participants will cover a range of
teaching ideas and activities such as learner styles and multiple intelligences, using multimedia and modern
technology to enliven lessons, motivate and encourage students to explore their talents and self- improvement.
Main Aims:

Monday
 Welcome and introductions
 Domestics of the programme
 Introduction to the course
 Setting our objectives for the week including how we will work together
 Getting to know each other exercise
 Most reliable measures of personality
 Top five great strengths of each student
Tuesday
 assessing the social-emotional competencies of children and adolescents from multiple perspectives
 personality profiling
 child’s assets and strengths
 students’ aspirations, activities, skills, and interests
Wednesday
 help students to discover their strengths (talents) and invest in their improvement and growth
 occupations and fields of study that match well with individuals’ personality as classified according to six
basic types
 what specific actions should be taken by students and also how the people who surround them (parents,
teachers, friends, etc.) can help them on exploiting their strengths to have the greatest possible benefit
to their personal and student life
Thursday
 determine the level of self-esteem in students ages 6 through 18
 plan reasonable academic, personal, or affective interventions
 identify specific areas of improvement
 a measurement device in research studies investigating self - esteem and its associated constructs
Friday
Before
Preparatory material will be sent to participants and the sending organization by the host organization and the
responsible trainers for the specific training. The material will contain information about the specific aspects of
the training sessions.

During
growth.
The methods used during the training are as follows: presentations, individual and pair exercises, group work and
reflection, brain storming, peer support, games.
After
email) if they face obstacles in using the new skills
Participants will be encouraged to continue their collaboration and networking following the completion of the
course, to use each other as a support network when faced with issues or difficulties.
The general course profile aims to help the teachers/supervisors develop a general picture about the students as
well as to give them ideas how to help students to discover their talents and motivate them. Specific objectives of
the seminar are:
 To introduce new areas of teaching methodologies and accompanying techniques, using hands-on
experiential methods
 To help teachers reflect on their own teaching methods & contexts & develop teaching skills
 To introduce an awareness of technology and ICT in the classroom today
 To exchange pedagogical information & knowledge in a multi-cultural context

11. Understand Yourself, Understand Your
Learners (Enneagram)
LANGUAGE: English
• 08 – 12 August 2016, Palermo, Italy (Reserve your place now! )
• 26 – 30 September 2016, Krakow, Poland (Reserve your place now! )
• 13 – 17 February 2017, Palermo, Italy (Reserve your place now! )
• 27 February – 03 March 2017, Palermo, Italy (Reserve your place now! )
• 15 – 19 May 2017, Prague, Czech Republic (Reserve your place now! )
• 25 – 29 September 2017, Krakow, Poland (Reserve your place now! )
Description:
The seminar is based on personality typology called Enneagram. The system describes 9 basic personality types
with their specific motivations, values, strong points and challenges. The aim of the seminar is to introduce
Enneagram, which is a personality typology model, and to enable the participants to apply the model in an
educational setting.
Main Aims:

Monday
 Introduction and ice breaking
 Needs analysis and goal setting
 The value of diversity (discussion)
 Enneagram – practical tool for understanding oneself and others
 9 personality types
 9 sets of values
 Strengths and challenges of various types
Tuesday
 How people are motivated in 9 different ways
 How different people react to stress
 How different people react to frustration
 Social styles – assertiveness/dutifulness/withdrawal (exercises)
 Recognizing my own type. Self-assessment (questionnaire, group exercises)
Wednesday
 Verbal and nonverbal cues that help identify other people’s type
 How can I motivate my learners? (group exercises)
 How to set a team that will optimally utilize interpersonal differences (group exercises and presentations)
 How to give feedback to different types of learners
Thursday
 How can I help my learners overcome their challenges and grow
 The power of flexibility
 Seeing reality from the other person’s perspective (group exercises)
 “Difficult students” – how can we see deeper needs behind disruptive behaviour
 The power of self-awareness (exercises)
 Setting goals for personal and professional development
 How will I use Enneagram in educational setting and in my personal life – future pace
 Closing rituals
Friday

Before
During
Presentations, exercises, group work and reflection, demonstrations, case studies, brain storming, peer support,
games.
After
another.
email) if they face obstacles in using the new skills. They will also receive a questionnaire which will help identify
what impact the skills learned on the course have on their professional and personal life.
The majority of educators have realized that one universal strategy for effective communication and motivating
others does not exist. Something that works perfectly on one person seems to have poor effect on another one.
Therefore it is essential to understand interpersonal differences and adjust our communication and motivational
strategies to different “types” of people.
 Raise tolerance to human diversity
 Introduce and discuss 9 main sets of motivations, values and needs
 Enable participants to recognize their own type and be able to better utilize its strengths and deal with
challenges
 Enhance the ability to communicate effectively with different types of people
 Enable participants to make optimal team decisions that enhance collaboration and ensure the best
possible outcome
 Help the participants understand how different personality types react to stress
 Enhance understanding of the three intelligences – instinct, emotions and thinking
 Enable the participants to take to the next level understanding of the needs of their learners
 Enable the participants to help their learners to function at the highest level of their capacities
 Allow the participants to meet colleagues of different nationalities, exchange experiences and build
network

12. Emotional Intelligence
LANGUAGE: English
• 11 – 15 July 2016, Limassol, Cyprus (Confirmed course - places available! )
• 25 – 29 July 2016, Prague, Czech Republic (Confirmed course - places available! )
• 01 – 05 August 2016, Limassol, Cyprus (Confirmed course - places available! )
• 13 – 17 February 2017, Vilnius, Lithuania (Reserve your place now! )
• 08 – 12 May 2017, Barcelona, Spain (Reserve your place now! )
Description:
The seminar gives teachers the opportunity to enhance their understanding of emotional intelligence and how to
apply that understanding in a teaching role in informal environment and helping others to manage change and
deal with stress.
Main Aims:
Monday
• Introduction and ice breaking; frame for the seminar, introduction of the trainer and participants,
energizers and group bonding games
• Needs analysis and individual goal setting; discussion and group exercises, creating a poster
• What is emotional intelligence? - presentation, pair work, individual work
• The nature and function of emotions

• Practical tools for effective inner state management
• The role of self-awareness - presentation and discussion
• Recognizing own emotions – pair work, group work, role play
Tuesday
• Recognizing emotions of others through calibration - presentation and pair work, study of examples that
help participants identify their own emotions in different situations
• Rapport - presentation and pair exercises
• Active listening - discussion, case studies
• The relation between thoughts and emotions - case studies, short films, exercises on how to recognise
emotions
• Individual elaboration/study/counselling
Wednesday
• How do we learn emotional responses and how can we learn new more supportive patterns?
presentation, discussion, pair work, role play
• Understanding interpersonal diversity - pair and group work, followed by discussion and self-reflection
• Summary and day evaluation
Thursday
• Anchoring resourceful inner states
• Balance between assertiveness, empathy and objectivity - presentation, discussion, application of the
knowledge in working environment
• Energising exercises
• Emotional intelligence in service of problem solving and creative thinking - discussion, individual exercises,
self-reflection
• Self-acceptance - presentation, case studies, identifying good/bad practices, discussion, pair and group
work, role-play
• How will I use Emotional Intelligence in my professional and personal life; case studies, practical
application of the knowledge – role play, followed by group discussion
• Course evaluation and closing circle
Friday
Before
Prospective participants will receive a list of relevant study materials along with websites which are relevant to
the content of the course.

During
Presentations, discussions, individual and pair exercises, group work and reflection, brain storming, peer support,
case studies, games.
The participants will also receive study manuals that will be used during the seminar.
After
another. Email correspondence with the trainers will also be encouraged.
The participants will have opportunity to ask for advice (via email or Skype) if they face obstacles in using the new
skills or if they have any questions or concerns.
Emotional Intelligence (EI) is vital for mental health, which is defined by the World Health Organisation (WHO) as
“a state of well-being in which every individual realizes his or her own potential, can cope with the normal stresses
of life, can work productively and fruitfully, and is able to make a contribution to her or his community”.
EI is a greater predictor of success in almost every field of work than either prior work experience or standard IQ
score. The seminar aims at promoting the awareness of the importance of EI and providing tools for developing
EI through education. The specific objectives are:
• Enhance educators’ emotional intelligence so they can communicate with learners more effectively,
support their learning process better and become better leaders
• Provide methods for developing emotional intelligence in adults
• Raise understanding of the role of emotions in motivation and pursuing goals
• Provide tools for expanding self - awareness, self-control and self-acceptance
• Introduce methods for effective coping with stress
• Enhance interpersonal (social) intelligence and interpersonal communication
• Provide tools for improving empathy
• Rise tolerance and appreciation of human diversity

13. Managing Cross Cultural Issues in
Education
LANGUAGE: English
• 06 – 10 June 2016, Vilnius, Lithuania (Confirmed course - places available! )
• 05 – 09 December 2016, Limassol, Cyprus (Confirmed course - places available! )
• 13 – 17 March 2017, Prague, Czech Republic (Reserve your place now! )
• 05 – 09 June 2017, Vilnius, Lithuania (Reserve your place now! )
Description:
This training course aims to equip teachers and trainers with the essential skills, knowledge and competencies
required for working globally, cross culturally and remotely both in formal and informal roles, and helping others
to develop their multi-cultural awareness.
Main Aims:

Monday
 Welcome and introductions
 Domestics of the programme including information on Cyprus and Limassol
 Introduction to the course
 Setting our objectives for the week including how we will work together
 Getting to know each other exercise
 Introduction to cultural awareness
 Understanding culture
Tuesday
 Understanding yourself
 Cross cultural communication
 The diverse workplace
 Working in diverse teams
Wednesday
 Inclusiveness vs. exclusiveness
 Importance of body language
 Reading non-verbal clues
Thursday
 Through Others Eyes – a one day practical experience
 Group discussions
 Creating a strategy to take back to your workplace
 Presentation of strategies
 Summary of the week/Close of seminar
Friday
Before
Preparatory material will be sent to participants and the sending organization by the host organization and the
responsible trainers for the specific training. The material will contain information about the specific aspects of
the training sessions.

During
The programme follows a clearly defined set of learning objectives for which a range of learning methodologies
are used in order to meet the different learning styles of the participants, this includes practical knowledge,
theoretical knowledge, experiential learning, social skills, professional development and personal growth.
This programme will also offer participants an 'international' perspective, with new ideas and the opportunity to
challenge and explore existing practices in a safe environment.
After
Participants will be encouraged to continue their collaboration and networking following the completion of the
course, to use each other as a support network when faced with issues or difficulties. Email correspondence with
the trainers will also be encouraged. The participants will have opportunity to ask for advice (via email or Skype)
if they face obstacles in using the new skills or if they have any questions or concerns.
Learning about cultural differences in customs and beliefs is the beginning of a rewarding journey toward building
trust, cross-cultural communication, and competence. When professionals study cultural traditions, norms,
practices, values, and learning styles, they are more prepared to effectively deliver services and connect with
culturally different individuals on a deeper level. It is important to keep in mind that everyone is unique in his or
her own way, so cultural norms should be viewed as guidelines, not as absolutes.
This awareness will serve to enhance teachers’ and trainers’ services and communications with learners, rather
than to stereotype individuals or communities. This programme aims to equip teachers and trainers with the
essential skills, knowledge and competencies required for working globally, cross culturally and remotely both in
formal and informal roles, and helping others to develop their multi-cultural awareness. This includes identifying
and sharing best practice to be implemented in the workplace. After completion of the programme, participants
will be able to:
 Define the key terms relating to 'culture' and apply this knowledge to discuss cultural difference in a
positive way
 Identify the cultural values that cause cultural differences
 Understand how awareness about other cultures and cultural differences can improve your interaction in
a multicultural environment
 Use the knowledge you have acquired to further develop your cultural sensitivity
This programme also aims to enhance participant’s views, opinions and ideas relating to how education/training
relates to employability and employer’s needs. This will develop further teachers/trainers perspectives on way to
help students/learners achieve robust outcomes which will assist them in gaining meaningful employability skills
required by employers.

14. English for Educators: Set the Base
(Level I)
LANGUAGE: English
DURATION: 20 hours language training
• 13 – 17 June 2016, Dublin, Ireland (Confirmed course - places available! )
• 13 – 17 June 2016, Limassol, Cyprus (Confirmed course - places available! )
• 06 – 10 March 2017, Dublin, Ireland (Reserve your place now! )
• 03 – 07 April 2017, London, UK (Reserve your place now! )
• 24 – 28 April 2017, Limassol, Cyprus (Reserve your place now! )
• 12 – 16 June 2017, Dublin, Ireland (Reserve your place now! )
Description:
This course is ideal for all those educators (primary & secondary teachers, university staff (academic & admin),
adult educators, trainers & coaches) who want to improve their level of spoken English. The course’s duration is
one week. It aims to give participants a basic knowledge of reading, listening, spoken and written skills in a
dynamic and communicative way, through individual, pair and group work and pre-recorded and authentic
texts. Course participants will be expected to use the range of resources available to them during the training
and to communicate with native speakers wherever possible, in order to develop cultural competence. This
course is designed to be very flexible, and can be adapted to suit the specific needs of the participants.

English for Educators: set the base (level I) course is for teachers/educators who have an Elementary (A2), Pre-
intermediate (A2/B1) or an intermediate (B1) level of English, according to the Common European Framework of
Reference for Languages.
Main Aims:
 Improve communication skills in English
 Enhance self-confidence in spoken English in educational and business settings
 Seize opportunities for cooperation with peers at international level
Monday
• Individual expectations – setting up week-long group task
• Short presentation about English culture and language
• Teaching techniques and methods: learning English. Pronunciation and accentuation
• Introduction to basic grammar
• Expanding vocabulary for educators
Tuesday
• Question and Answer session for clarification of methods and grammar discussed on day 1
• Grammar session
• Learning techniques and methods: developing speaking skills while practising speaking in groups and pairs
• Learning techniques and methods: developing listening and comprehensive skills using songs and videos
Wednesday
• Listening session
• Learning techniques and methods: developing reading skills using text books and story telling
Thursday
• Reading session
• ICT in teaching languages: various methods and resources.
• Carrying out weeks’ task: developing ones’ learning plan including methodology and materials
Friday

Before
During
The course encourages the use of a creative teaching approach and includes specific sessions on integrating ICT
in language teaching. It also includes sessions to develop partnership work with teachers from within Europe, as
well as other activities available under the Erasmus+ Programme. Morning sessions focus on language
development where participants gain confidence in using English.
Participants will evaluate their experience at the end of each day and the course will culminate in an end of week
evaluation session.
After
another. They will have opportunity to contact course trainers for further feedback – up to 6 months after
completion of the workshop, the participants will have opportunity to ask for advice (via email or Skype) if they
face obstacles in using the new skills or if they have any questions.
By the end of the course, delegates will:
 Improve their oral fluency in English
 Be capable of participating in business meetings where English is the working language
 Improve writing, pronunciation and reading skills in English
 Be able to attend international conferences & events

15. English for Educators: Set the Base
(Level I+II)
LANGUAGE: English
DURATION: 40 hours language training
• 18 – 29 July 2016, Limassol, Cyprus (Confirmed course - places available! )
• 06 – 17 March 2017, Dublin, Ireland (Reserve your place now! )
• 03 – 14 April 2017, London, UK (Reserve your place now! )
• 24 April – 05 May 2017, Limassol, Cyprus (Reserve your place now! )

Description:
This course is ideal for all those educators (primary & secondary teachers, university staff (academic & admin),
adult educators, trainers & coaches) who want to improve their level of spoken English. The course’s duration is
two weeks. It aims to give participants an intermediate knowledge of reading, listening, spoken and written skills
in a dynamic and communicative way, through individual, pair and group work and pre-recorded and authentic
texts. Course participants are expected to use the range of resources available to during the training and to
communicate with native speakers wherever possible, in order to develop cultural competence. This course is
designed to be very flexible, and can be adapted to suit the specific needs of the participants.
English for Educators: set the base (level I+II) course is for teachers/educators who have an Elementary (A2), Pre-
intermediate (A2/B1) or just an intermediate (B1) level of English, according to the Common European Framework
of Reference for Languages.
Main Aims:
 Improve communication skills in English
 Enhance self-confidence in spoken English in educational and business settings
 Seize opportunities for cooperation with peers at international level
Monday (Week 1)
• Individual expectations – setting up week-long group task
• Short presentation about English culture and language
• Teaching techniques and methods: learning English. Pronunciation and accentuation
• Introduction to basic grammar
Tuesday (Week 1)
• Grammar session
• Learning techniques and methods: developing speaking skills while practising speaking in groups and pairs
• Learning techniques and methods: developing listening and comprehensive skills using songs and videos

Wednesday (Week 1)
• Learning techniques and methods: developing reading skills using text books and story telling
Thursday (Week 1)
• Reading session
• ICT in teaching languages: various methods and resources.
• Summary of the first week, closure and preparation for the second week.
Friday (Week 1)
Saturday (Week 1)
 Homework working in group and individually
Sunday (Week 1 – end)
 Homework working in group and individually
Monday (Week 2)
• Introduction and course overview for the second week
• Presentation and evaluation of homework
• Revision of grammar knowledge
• Learning techniques and methods: improving speaking and listening skills through oral practice and the
use of contemporary written, aural and audio-visual materials representing selected situations
Tuesday (Week 2)
• Communicative lesson – creating an engaging class
• Reading session
• Learning techniques and methods: improving reading and writing skills through the use of contemporary
written materials – short stories, dealing with aspects of contemporary English life and society
Wednesday (Week 2)
• Learning techniques and methods: exploring how some art work can be used to develop language skills

Thursday (Week 2)
• Question and Answer session for clarification of methods discussed on day 10
• Writing session
• ICT in teaching languages: various methods and resources (social media, blogging)
Friday (Week 2 – end of course)
Before
During
The course encourages the use of a creative teaching approach and includes specific sessions on integrating ICT
in language teaching. It also includes sessions to develop partnership work with teachers from within Europe, as
well as other activities available under the Erasmus+ Programme. Morning sessions focus on language
development where participants gain confidence in using English. The afternoon methodology sessions introduce
fresh and communicative approaches to teaching English.
During the week participants will be encouraged to reflect on and develop their planning skills and will be tasked
with working together to develop their own teaching resources. Throughout the week and consistent with a full
immersion approach, a variety of teaching and learning sessions will be delivered with specific teaching and
learning aims.
Participants will evaluate their experience at the end of each day and the course will culminate in an end of week
evaluation session.
After
another. They will have opportunity to contact course trainers for further feedback – up to 6 months after
completion of the workshop, the participants will have opportunity to ask for advice (via email or Skype) if they
face obstacles in using the new skills or if they have any questions.

By the end of the course, delegates will:
 Improve their oral fluency in English
 Be capable of participating in business meetings where English is the working language
 Improve writing, pronunciation and reading skills in English
 Be able to attend international conferences & events
 Understand the main ideas of basic text on both concrete and abstract topics, including technical
discussions in participants’ field
 Produce clear, detailed text on a basic range of subjects and explain a viewpoint for a specific topic

16. Teaching & Learning of Italian Language
& Culture (level I)
LANGUAGE: English
DATE AND LOCATION:
Description:
This course is for absolute beginners. It aims to give participants a basic knowledge of reading, listening, spoken
and written skills in a dynamic and communicative way, through individual, pair and group work and pre-recorded
and authentic texts. The focus is on accuracy as well as communication. Course participants will be expected to
use the range of resources available during the training and to communicate with native speakers wherever
possible, in order to develop cultural competence.
This full-week course is designed for teachers and support staff, and aims to improve knowledge and
understanding of the target language and culture. The course methodology encourages participation, sharing of
good practice and reflection of teaching methodologies applied in the classroom.
Main Aims:
• Develop your language competence and cultural knowledge for all walks of Italian life & culture
• Develop knowledge and understanding of the Italian language
• Increase competence and confidence in using the Italian language
• Further develop knowledge and understanding of teaching techniques for specific groups, and provide
teachers with an array of ready-made teaching resources suitable for their pupils
• Provide an opportunity to share good practice and evaluate own teaching practice
• Provide an opportunity to work collaboratively in developing their own teaching materials to use in
the classroom

Erasmus+ training courses and locations by DOREA EDUCATIONAL INSTITUTE for the 2016-2017

Erasmus+ training courses and locations by DOREA EDUCATIONAL INSTITUTE for the 2016-2017

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